Clark , Christine (2008).The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. Teaching Choice Making to Children with Visual Impairments and Multiple Disabilities in Preschool and Kindergarten Classrooms. The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. Journal of Visual Impairment & Blindness. 102, 397-409. Summary: This article is about how children with disabilities are often at an added disadvantage because they aren't often allowed to make many decisions about their own learning journey. Because their handicaps may appear to be limiting, teachers and administrators often prefer to map out the child's learning experience without asking the child if they want to try something new, or experience something they thought that they couldn't. Allowing children with handicaps to make decisions increases their independence and participation in the classroom as a whole. A study was done using 3 preschool/ kindergarten aged children to see the results of allowing a handicapped child's input in decisions. The experiment slowly added decision making power into the children's day and the results were that the children became more able to make positive choices as a result of being able to practice making choices regularly.
Connections to Course Concepts & Implications for Teaching:
Children with exceptionalities must be given the same opportunities to grow and learn as human beings that the "regular" students are given.
This study showed the importance of evaluating and eliminating prejudice in the classroom. Sometimes teachers have the best intentions, They don't want to overwhelm the exceptional child or make them embarrassed. But by holding the child back from taking charge of their own daily activities and experiences they are only furthering the child's educational handicap.
The IDEA states that students must be taught in "least restrictive environment", so it is up to teachers to uphold this.
Reschly, D. J., (1996). Identification and Assessment of Students with Disabilities. The Future of Children, 6(1), 39-52. Retrieved March 6, 2009 from jstor. org.
Summary: There are many purposes for having students with disabilities classified. Two of the main reasons are to help these students gain eligibility to educational services and find out what services will aid them. However, there are also negative aspects of classification. For instance, African-American are classified with some type of learning disability more often than their White or Hispanic peers. Also, because many of the signs of learning disabilities are so close in appearance many mildly disabled students are often grouped in and classified with more severely affected students. Also, with the special education comes funding to provide help with the student's education. However, the definition of what is considered a disability is not equal across the nation. It is highly like for a student to be classified with a learning disability in one state and receive help and then lose both classification and assistance when moving to another state.
Connections to Course Concepts & Implications for Teaching
Must learn as much as possible about the (diagnosed or) potential disability. Learning disabilities are often a source of embarrassment for students. Also since the signs of disabilities are prevalent in many students teachers must be careful when voicing concerns.
Some students with milder forms of learning disabilities may not receive or need as much aid as more severely affected students.
Some students who were classified in one state with a learning disability may not be in others. Therefore, they may not receive any additional educational assistance.
Teachers are included in the creation of IEP for each student with learning disability.
Submitted by Jennifer Swanson
Exploring Teacher Talk During Mathematics Instruction in an Inclusion Classroom
Wiebe Berry, R., & Kim, N. (2008, July 1). Exploring Teacher Talk during Mathematics Instruction in an Inclusion Classroom. Journal of Educational Research, 101(6), 363-378. (ERIC Document Reproduction Service No. EJ815345) Retrieved March 12, 2009, from ERIC database.
Summary: This study was set in a classroom of 21 first graders and 4 female teachers. This was at an urban school district serving 400 students just within the prekindergarten through second grade, and 32 teachers. Of the 4 teachers participating in the study, one was a general education teacher, one a special education teacher, one a student teacher, and one an assistant (paraprofessional). From the 21 students, 5 of those received special education services. The primary purpose was, “to explore the nature of classroom verbal interaction and the congruence of instructional approaches with standards-based mathematics pedagogy in a first-grade inclusion classroom.” That standards-based mathematics pedagogy was the Communication Standard of the National Council of Teachers of Mathematics (NCTM), “use communication skills for organizing mathematical thinking, sharing ideas coherently and clearly with others, analyzing and evaluating the mathematical thinking of others, and expressing mathematical ideas precisely.” Teachers’ instruction and goals usually do not include these when instructing an inclusion classroom. But when modifications to math instruction are made to include students with disabilities, it has benefited students disabled and non-disabled.
Analyzing the information collected from a 2-week long money unit videotape recording, teacher interviews, and field notes, the conclusion was that the 4 teachers were similar in that, “They rarely asked students to provide explanations, share ideas, or assist peers,” which is to align with Standards. The teachers did although attempted multiple instructional strategies adequate for students with disabilities. In closure, inclusion teachers need to be knowledgeable and adaptive of instructional approaches. Another thing to keep in mind is task difficulty and instructing and working in small groups. During the study, when the teacher actively controlled and guided the task, the students were nearly always accurate. Further research will need to be conducted.
Coffey, Kenneth M. and Obringer, S. John, (2004). A Case Study on Autism: School Accommodations and Inclusive Settings. Retreived March 29, 2009.
Summary:
This case study was implemented in order to obtain more information about inclusion of two Autistic siblings into mainstreem classrooms and the resources and support offored to these students that made inclusion possible. The study was done on two siblings one fourteen year old boy in the 8th grade and one eleven year old girl in the 4th grade. The boy has above average intellegence, and has mild to moderate Autism, where as the girl is intelectually below average and has moderate to sever Autism. This study is a great reference article for teachers and parents who have a common goal of inclusion for students with disabilities, and the successful outcome that inclusion offers when properly implemented.
Connection to Course Concepts and Implications for Teaching:
1. This case study provides great insight to the success of inclusion when taking the proper steps. Understanding the modifications necessary to diverse learners and implementing them in the proper program guide that will foster the students success.
2. This study reflected on the concept of Equity Pedagogy. Modifications are necessary when working disabled children, and keeping the mindset of Equity Pedagogy will help foster academic acheivement.
3. Inclusion is one of the best ways to promote all around developmental growth of students with exceptionalities.
**Teaching Choice Making to Children with Visual Impairments and Multiple Disabilities in Preschool and Kindergarten Classrooms (2008)**
Clark , Christine (2008).The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. Teaching Choice Making to Children with Visual Impairments and Multiple Disabilities in Preschool and Kindergarten Classrooms. The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. Journal of Visual Impairment & Blindness. 102, 397-409.
Summary: This article is about how children with disabilities are often at an added disadvantage because they aren't often allowed to make many decisions about their own learning journey. Because their handicaps may appear to be limiting, teachers and administrators often prefer to map out the child's learning experience without asking the child if they want to try something new, or experience something they thought that they couldn't. Allowing children with handicaps to make decisions increases their independence and participation in the classroom as a whole. A study was done using 3 preschool/ kindergarten aged children to see the results of allowing a handicapped child's input in decisions. The experiment slowly added decision making power into the children's day and the results were that the children became more able to make positive choices as a result of being able to practice making choices regularly.
Connections to Course Concepts & Implications for Teaching:
Submitted by Amanda Phifer
**Identification and Assessment of Students with Disabilities**(1996)
Reschly, D. J., (1996). Identification and Assessment of Students with Disabilities. The Future of Children, 6(1), 39-52. Retrieved March 6, 2009 from jstor. org.
Summary: There are many purposes for having students with disabilities classified. Two of the main reasons are to help these students gain eligibility to educational services and find out what services will aid them. However, there are also negative aspects of classification. For instance, African-American are classified with some type of learning disability more often than their White or Hispanic peers. Also, because many of the signs of learning disabilities are so close in appearance many mildly disabled students are often grouped in and classified with more severely affected students. Also, with the special education comes funding to provide help with the student's education. However, the definition of what is considered a disability is not equal across the nation. It is highly like for a student to be classified with a learning disability in one state and receive help and then lose both classification and assistance when moving to another state.
Connections to Course Concepts & Implications for Teaching
Submitted by Jennifer Swanson
Exploring Teacher Talk During Mathematics Instruction in an Inclusion Classroom
Wiebe Berry, R., & Kim, N. (2008, July 1). Exploring Teacher Talk during Mathematics Instruction in an Inclusion Classroom. Journal of Educational Research, 101(6), 363-378. (ERIC Document Reproduction Service No. EJ815345) Retrieved March 12, 2009, from ERIC database.
Summary: This study was set in a classroom of 21 first graders and 4 female teachers. This was at an urban school district serving 400 students just within the prekindergarten through second grade, and 32 teachers. Of the 4 teachers participating in the study, one was a general education teacher, one a special education teacher, one a student teacher, and one an assistant (paraprofessional). From the 21 students, 5 of those received special education services. The primary purpose was, “to explore the nature of classroom verbal interaction and the congruence of instructional approaches with standards-based mathematics pedagogy in a first-grade inclusion classroom.” That standards-based mathematics pedagogy was the Communication Standard of the National Council of Teachers of Mathematics (NCTM), “use communication skills for organizing mathematical thinking, sharing ideas coherently and clearly with others, analyzing and evaluating the mathematical thinking of others, and expressing mathematical ideas precisely.” Teachers’ instruction and goals usually do not include these when instructing an inclusion classroom. But when modifications to math instruction are made to include students with disabilities, it has benefited students disabled and non-disabled.
Analyzing the information collected from a 2-week long money unit videotape recording, teacher interviews, and field notes, the conclusion was that the 4 teachers were similar in that, “They rarely asked students to provide explanations, share ideas, or assist peers,” which is to align with Standards. The teachers did although attempted multiple instructional strategies adequate for students with disabilities. In closure, inclusion teachers need to be knowledgeable and adaptive of instructional approaches. Another thing to keep in mind is task difficulty and instructing and working in small groups. During the study, when the teacher actively controlled and guided the task, the students were nearly always accurate. Further research will need to be conducted.
For full-text:
Connections to Course Concepts & Implications for Teaching
Submitted by Joua Yang
A Case Study on Autism: School Accommodations and Inclusive Settings
Coffey, Kenneth M. and Obringer, S. John, (2004). A Case Study on Autism: School Accommodations and Inclusive Settings. Retreived March 29, 2009.
Summary:
This case study was implemented in order to obtain more information about inclusion of two Autistic siblings into mainstreem classrooms and the resources and support offored to these students that made inclusion possible. The study was done on two siblings one fourteen year old boy in the 8th grade and one eleven year old girl in the 4th grade. The boy has above average intellegence, and has mild to moderate Autism, where as the girl is intelectually below average and has moderate to sever Autism. This study is a great reference article for teachers and parents who have a common goal of inclusion for students with disabilities, and the successful outcome that inclusion offers when properly implemented.
Connection to Course Concepts and Implications for Teaching:
1. This case study provides great insight to the success of inclusion when taking the proper steps. Understanding the modifications necessary to diverse learners and implementing them in the proper program guide that will foster the students success.
2. This study reflected on the concept of Equity Pedagogy. Modifications are necessary when working disabled children, and keeping the mindset of Equity Pedagogy will help foster academic acheivement.
3. Inclusion is one of the best ways to promote all around developmental growth of students with exceptionalities.
Submitted by Meredith Huffman